Social Worked-Examples Technique to Enhance Student Engagement in Program Visualization

Al-Sakkaf Et Al

doi:10.21123/bsj.2019.16.2(si).0453

Abstract

Learning programming is among the top challenges in computer science education. A part of that, program visualization (PV) is used as a tool to overcome the high failure and drop-out rates in an introductory programming course. Nevertheless, there are rising concerns about the effectiveness of the existing PV tools following the mixed results derived from various studies. Student engagement is also considered a vital factor in building a successful PV, while it is also an important part of the learning process in general. Several techniques have been introduced to enhance PV engagement; however, student engagement with PV is still challenging. This paper employed three theories—constructivism, social constructivism and cognitive load to propose a technique for enhancing student engagement with program visualisation. The social worked-examples (SWE) technique transforms the traditional worked-example into a social activity, whereby a greater focus is placed on the collaboration role in constructing students’ knowledge. This study identified three principles that could enhance student engagement through the SWE technique: active learning, social collaboration and low-load activity.

Highlights

Learning programming is among the top challenges in computer science education (CSE)
Researchers have reported that the difficulty in learning and teaching programming is due to several factors categorised under the nature of programming, problems relating to the student, and the teaching method implemented [1]
This research investigates a number of design principles based on Cognitive load theory (CLT), the Runestone e-book is poor in terms of its social features, which, based on our theoretical framework, are important to the learning process

Summary

Introduction

Learning programming is among the top challenges in computer science education (CSE). Several different concepts appear in just one line, which makes it harder to novice to connect them all; as a result, the working memory gets overloaded fast This issue occurs in many other programming languages, and even in new languages that have introduced a very simple syntax (e.g., Python) because the student still needs to master a multitude of new concepts and techniques. According to CLT, for a novice student, using worked examples will reduce the cognitive load placed on learners to learn new concepts. Recent studies have shown that worked-examples improve learning [33], and student engagement [34] Another feature driven from CLT are Parson’s problems, which focus on reducing the cognitive load in novice students when learning to program. This research investigates a number of design principles based on CLT, the Runestone e-book is poor in terms of its social features, which, based on our theoretical framework, are important to the learning process

Discussion

Conclusion